Podcasts about carnegie unit

Diego Arambula, Vice President for Educational Transformation at the Carnegie Foundation, shares how his upbringing in Fresno and his parents' commitment to community improvement shaped his mission to transform education so that both students and teachers feel engaged, supported, and prepared for real-world challenges. He critiques the outdated architecture of schools—especially the reliance on the Carnegie Unit—and calls for a systemic overhaul rooted in new goals, learning experiences, and signals that move beyond time-based measures. Arambula emphasizes the urgency and possibility of this “punctuated equilibrium” moment in education, advocating for collaborative, research-driven innovation that can scale and sustain meaningful change, ultimately fulfilling the promise of public education for all students.

It's YOUR time to #EdUp In this episode, brought to YOU by Jenzabar's Annual Meeting (⁠JAM 2024⁠), YOUR guests are Dr. Timothy Knowles, President, The Carnegie Foundation for the Advancement of Teaching, & Dr. Shirley M. Collado, President & CEO, College Track YOUR cohost is Dr. Joe Sallustio⁠⁠⁠⁠⁠ How is the Carnegie Foundation, under Dr. Knowles' leadership, taking an assertive run at the Carnegie Unit & pushing for transformation in both K-12 & post-secondary education? What role is the Carnegie Post-Secondary Commission playing in reimagining higher education as an engine of social & economic mobility, & why was it important to have leaders like Dr. Collado co-chair? How does College Track's intensive, 10-year commitment to underserved students from high school through college completion reflect the organization's conviction that "talent is everywhere, opportunity is not"? From new classifications focused on social mobility to partnerships with College Track & African universities, how is Carnegie using its platform to drive innovation & collaboration for student success? With the value proposition of higher ed increasingly questioned, what gives Drs. Knowles & Collado hope that post-secondary can evolve to meet the needs of today's learners? As first-gen college students themselves, how do Drs. Knowles & Collado's lived experiences shape their sense of urgency & optimism about transformation in education? Listen in to #EdUp! Thank YOU so much for tuning in. Join us on the next episode for YOUR time to EdUp! Connect with YOUR EdUp Team - ⁠⁠⁠⁠Elvin Freytes⁠⁠⁠⁠ & ⁠⁠⁠⁠Dr. Joe Sallustio⁠⁠⁠⁠ ● Join YOUR EdUp community at ⁠⁠⁠⁠The EdUp Experience⁠⁠⁠⁠! We make education YOUR business! --- Send in a voice message: https://podcasters.spotify.com/pod/show/edup/message

Elon Musk recently announced that they have successfully planted their first neuro chip into a human brain. Whew- we just entered a new era of economy, money and human/ cyborg relations. The president of the Carnie Foundation -of Carnegie Unit fame- - which you probably know as the high School Credit is re-thinking the efficacy of the credit based on trends in education as well as the working world. Jobs are being outsourced to AI, robotics and the precision economy.  While unprecedented might have been an overused word in 2020, it's definitely the word of the decade and for good reason.  As parents, we often prepare our kids for life in the way we were prepared. But, look, the world is changing- and very, very quickly. So, if we are preparing our kids for adulthood in the same way that we were 20- 30 years ago- or more- we are OUT DATED!  Let's take a look at how each generation has defined success to think through just how much our ideas change from generation to generation: Continue Reading: Unprecedented Times Just Got Real Full Notes

Episode Title: Understanding the Carnegie Unit and How It Relates to Homeschooling High School Show Notes: Welcome to a new episode of "It's Not That Hard to Homeschool," where we demystify the challenges of homeschooling and provide practical advice to make your homeschooling journey smoother. Today, we're diving into a topic that bewilders many homeschooling parents of high schoolers: the Carnegie Unit and its implications for homeschooling through the high school years. The Carnegie Unit, a traditional measure of academic credit in the United States, is often used to represent one hour of classroom instruction per day, five days a week, for one academic year. But how does this translate to a homeschooling environment, where traditional classroom hours don't necessarily apply? Our host, Lisa Nehring, breaks down the concept of the Carnegie Unit, tracing its origins back to the early 20th century and discussing its role in standardizing education across the nation. More importantly, Lisa provides insight into how homeschooling parents can leverage the Carnegie Unit to plan and document their high schooler's educational journey. Listeners will learn how to translate traditional classroom hours into homeschooling activities, including academic studies, practical experiences, and extracurricular activities. Lisa also discusses the importance of documentation and how keeping detailed records can benefit homeschooling families, especially when preparing transcripts for college applications. This episode is packed with tips on how to use the Carnegie Unit as a flexible guideline rather than a strict rule, allowing homeschooling parents to create a high school curriculum that is both rigorous and tailored to their child's interests and needs. Whether you're new to homeschooling or looking for ways to enhance your high schooler's learning experience, this episode is a must-listen. Join Lisa as she simplifies the complexities of the Carnegie Unit and shows how it can be a valuable tool in your homeschooling toolkit. Don't forget to subscribe to "It's Not That Hard to Homeschool" for more insightful episodes on making the most of your homeschooling journey. Happy homeschooling!

Are you interested in attending one of the field's largest gatherings of K-12 education innovators? The Aurora Institute Symposium 2023 promises community, lessons about education innovation from the field, and the latest research and policy to support education transformation. Find out more here.  On this episode of the Getting Smart Podcast, Nate McClennen is joined by Amit Sevak, the CEO of ETS, the largest private educational assessment organization in the world and Tim Knowles, the 10th president of the Carnegie Foundation for the Advancement of Teaching. Both Amit and Tim are long-term education leaders and entrepreneurs who have focused their careers on creating better opportunities for more people through education.  Together, they have formed a new partnership to rethink assessment and measurement.  Links: ETS ETS Team Page Carnegie Foundation Timothy Knowles Press Release about Partnership Mastery Transcript Consortium

In this episode of "Transparency in Teaching," host Anne discusses three news stories related to education—the first shares how mastery learning has now been approved in all 50 states in the US. The second story explores why the Carnegie unit, which has defined learning for the past 100 years, is now considered obsolete. And lastly, Anne breaks down how the US spends money on education. Please share any education news stories and links that you'd like to hear covered in the comments section. To view the resources mentioned and used to put together this episode, visit TransparencyinTeaching.com --- Send in a voice message: https://podcasters.spotify.com/pod/show/transparencyinteaching/message Support this podcast: https://podcasters.spotify.com/pod/show/transparencyinteaching/support

Timothy Knowles is the 10th president of the Carnegie Foundation for the Advancement of Teaching. Prior to joining Carnegie, he served as founder and managing partner of the Academy Group, an enterprise designed to prepare extraordinary young people from under-resourced communities to own and operate successful companies nationwide; reduce economic disparities and; serve as a human capital engine, built on a sustainable business model, to unlock human potential at scale. His conversation with Rod and Jal covered several areas including: how working as a history teacher in Botswana during Apartheid shaped his career; why he thinks the work of schools is one of the most important elements of societies; a deep analysis of the transformation of education systems in Chicago school districts; the definition of a "Carnegie Unit" and why it may be obsolete; how he plans to use his position within the Carnegie Foundation to better education; and a controversial take on deep dish pizza during the lighting round! Questions? Thoughts? Feedback? Email us at  freerangehumanspod@gmail.com or Tweet us at @jal_mehta and @Rodroad219Check out the "Street Data: Imagining the Next Generation of Education" podcast: https://streetdata.podbean.com

The Carnegie Unit grew out of a desire to provide a pension for college professors and turned out to be a significant factor in the standardization of secondary and post-secondary education in the United States. Its continued usage today both helps and hinders innovation in higher education. Discussing the impetus for, continued reliance on, and consequential nature of the Carnegie Unit is Elena Silva, Ph.D., lead author of the Carnegie Foundation for the Advancement of Teaching’s paper, The Carnegie Unit: A Century-Old Standard in a Changing Education Landscape. Key Takeaways: The Carnegie Unit has had a significant effect on the development of higher education over the past 100 years. While there are limitations to its application, finding a replacement for this standard has proven difficult.The Carnegie Unit is a time-in-seat measurement that was never intended to measure learning outcomes or subject matter competency. That remains the faculty’s responsibility.Registrars are critical in ensuring the efficient operation of institutions in order to further the mission of higher education: student learning and the creation of new knowledge. References and Additional Reading:The Carnegie Unit: A Century-Old Standard in a Changing Education Landscape Cracking the Credit HourAACRAO Core CompetenciesAcademic Policy & Curriculum DeliveryHolistic and Systematic Thinking

Episode Summary Assessment is critical for ensuring instruction is effective in helping students to learn. This data is even more important as the demographics of students and expectations of what higher education should accomplish change. These instruments need to be part of a curriculum mapping process. In addition, meaningful assessments can be used to make instructional decisions in ways that are more student-centered. Changing Views of Assessment Many years ago, nationally accredited universities defined student learning through data such as retention rates and graduation rates, and used this information to measure institutional success and effectiveness.  However, traditional (regionally) universities used completely different measures for these purposes. These differences created a conundrum r-- What is student learning? Does passing a class means that a student has achieved identified competencies or is proficient in the topic? The role of assessments in classes is especially important due to the changing demographics of students as well as expectations of higher education institutions. Before, the majority of students were 18-years-old coming to college directly out of high school. Instead, 74% of college students are “non-traditional,” i.e., 24-70 years old, and are in the process of changing their career, looking for a job, or looking for a promotion and/or higher pay.  These students are looking for something different from higher education that their predecessors where.  Additionally, employers’ expectations of colleges and universities have changed; they are looking for graduates to be well prepared to jump into a job with the specific skills that they should need (instead of the job providing OJT). Curriculum Mapping Meaningful assessment ensures there is an alignment between the course catalog, the syllabus, the program learning outcomes, course learning objectives, and outcomes, and what is actually being taught (and more importantly, learned). Assessments should be included in the curriculum mapping process when developing a course. This systemic approach identifies the programmatic competencies to be addressed in a class, the sequence in which they are going to be taught and how course learning objectives align to program learning objectives.  Meaningful assessment determines whether students are understanding key concepts and are able to successfully utilize new skills. Therefore, it’s important that the assessment is a valid instrument and that grading is consistent both among the students in one class as well as across classes on the same subject.  A faculty-developed rubric that gauges the level of learning based on the student’s answers on the assessment is an important piece of this system. Assessments in Face-to-Face and Online Education Student outcomes should not differ between face-to-face classes and online classes; they should learn the exact same thing. The easiest way to achieve that is through the mapping process when a faculty member creates an artifact, which is an assignment that matches the learning outcome of the course. Additionally, faculty should create quiz questions, exam questions or an essay that are tied to the course objective statement. This data offers proof that the quality of instruction and outcomes are exactly the same for students taking online courses and those taking face-to-face classes. Competency-based Education vs. Credit-Hour Education CBE and the credit hour were key topics that were discussed during the recent negotiated rulemaking sessions in Washington, D.C. The Department of Education has a specific definition of a credit and that every single credit needs to accounted for based on the Carnegie Unit, i.e., for every hour of lecture a student has two hours of homework; over a term, there should be 45 student hours of effort for one credit hour.  Competency-based education is controversial because it is a new way of learning that is not reliant on the Carnegie Unit, and because of that, student financial aid comes into question. The money paid for credit hour is the same as the money paid for competency-based education, so policymakers want to ensure that all students are learning the same information while making the same level of effort.  CBE considers what skills are necessary and then assesses if students have those skills, instead of the number of hours they need to take to gain those skills. This latter approach would be beneficial for students who want to become a nurse, dietician or physical therapist. However, another approach may be beneficial for students who are majoring in history, liberal arts or education. Faculty and leaders need to consider whether the 45 hours per credit hour make sense in a particular program. This is one of the discussions at Neg Reg (no decision was made to move away from the Carnegie Unit measurement at this time). In some ways, competency-based learning is easier to assess than traditional credit education because it involves a checklist, externship or a list of skills that students need to demonstrate that they understand and can do (vs an arbitrary time in/out of the classroom plus examinations plus signature assignments plus etc.). Assessments as Part of Institutional Improvement Colleges and universities that have a structured plan in which the curriculum, objectives, and outcomes have been clearly mapped can see that the courses fit into the institutional mission. In large institutions, this can be assessed by the institutional research (IR) department/function. However, the dean or program director can take on this role in smaller institutions using an ongoing process. This process entails (1) looking at what is being assessed during the first quarter; (2) reviewing syllabi, competencies, artifacts, and assessments in the second quarter; (3) gathering data in the third quarter; and (4) completing a report in the fourth quarter that goes to administration and the board. Most institutions conduct annual program assessment and five-year program reviews to understand what’s being done and accomplished, how a program is performing and what improvements can be made. In addition, the results from the program review can be used as part of the institution’s annual planning processes. However, many institutions invest much time and money into the institutional planning process, yet forget to use this information to inform campus decision-making. For example, there’s a problem if students who are enrolled in a nursing program are not able to pass the licensure exam.  Having regular meaningful assessments allow faculty and leaders to identify where students are struggling, then make changes in the admissions process (such as requiring certain prerequisite skills), curriculum or budget (for updated equipment that matches what is available in businesses). Therefore, student learning assessment outcomes can also inform admissions, financial aid, enrollment management, staffing and even facilities.  Some accreditation bodies make assessment challenging. For example, WSCUC requires proof that the faculty were involved in the development of curricula and agreed to the important concepts. Once buy-in is achieved, items need to be mapped out to identify the competencies or skills that students need to learn in a course. Institutions that use meaningful assessment to ensure that students are learning also see their endowments and enrollment numbers increase, attract the best faculty and save money because they focus their efforts on areas that really need it. This is true not only for top-tier institutions; even small- and medium-sized institutions can be successful through using this type of informed decision-making. Three Tips for Higher Education Leaders Three pieces of advice for higher education leaders: Meet with the institutional research department. Leaders who have worked in business will have an advantage because they can help streamline the process and focus on improving learning outcomes. Read the previous report to see what data has been used. This report can serve as a starting place for identifying gaps and places for improvement. Walk around and talk to students and faculty. Find out if there is a general consensus that the students are learning and becoming prepared to be a productive part of society. Bullet Points Institutions differ in the way they measure student success, institutional success and institutional effectiveness. Assessments are a critical part of the instructional process because they can ensure faculty remain on topic instead of veering onto tangents, the course’s objectives and outcomes are aligned with what is being taught, and students are learning and can apply new skills. Faculty should consider the placement and type of assessment to be used during the curriculum mapping phase of course development. In addition, a rubric should be used to analyze the quality of learning displayed on an assessment. Assessments can help ensure that instruction and learning are comparable in both face-to-face and online classes. Competency-based education and credit-based education are under the microscope. Each form may require a different type of assessment to be used. Assessments also can and should be part of institutional improvement. This data can be used beyond just instructional decisions; it also can inform admissions policy, financial decisions, hiring of staffing, professional development offerings, and facility updates. Links to Articles, Apps, or websites mentioned during the interview: Education Consulting Services Guests Social Media Links: Jamie Morley LinkedIn: https://www.linkedin.com/in/jamie-morley-ph-d-998a273b/ The Change Leader’s Social Media Links: LinkedIn: https://www.linkedin.com/in/drdrumm/ Twitter: @thechangeldr Email: podcast@changinghighered.com

In this 30-minute episode, host Rick Maher is joined by Dr. Ken Ender, President of William Rainey Harper College and Co-Chair of the Board of Directors of the Chicago/Cook Workforce Development Board. Dr. Ender explains how the “Carnegie Unit” became the standard for packaging and delivering learning, and how that model can now be a barrier for the educational needs of the 21st century. Discover the disruption that is occurring in the education industry and what workforce is asking of the educational system. Dr. Ender also shares the importance of public-private partnerships and the key features of a disruptive public education system of the future.

Our guests are passionate about competency-based teaching. Listen in as our guests share how they shifted the focus to authentic learning. Follow: @intoy2014 @mr_abud @JoeyLeeNHTOY @bamradionetwork Fred Bramante is the Past Chairman and longest serving member of the NH State Board of Education in state history. He led NH to becoming the first state to eliminate the Carnegie Unit and move to a competency-based system. Joey Lee is the Education Programs Manager at Education First (EF), a family-owned global education organization whose North American headquarters is in Cambridge, MA. He is the New Hampshire Department of Education’s 2014 Teacher of the Year.

This week we go through the last requirement of high school graduation in America: the credit unit. We connect the amazing Anna Julia Cooper, explore the just as important but less well know Committee of… More

What should the high school of the future look like, both for teachers and students? Former Bridgespan Partner Daniel Stid and Kelly Trlica, former Assistant Superintendant of Secondary Curriculum, Instruction and Assessment for the Houston Independent School District, sit down and discuss everything from elimination of the Carnegie Unit to educational standards to incentive-based pay to new modes of teacher empowerment.